tle-ict-computer hardware servicing grade 10 tg

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NOT FOR SALE

ALLOTTED TO

District/ School: _________________________________________

Division _________________________________________________

First Year of Use: _________________________________________

Source of Fund (Year included):__________________________

Basic Education Curriculum TECHNOLOGY AND LIVELIHOOD

EDUCATION

Information and Communications

Technology

Teachers Guide

Computer Hardware Servicing

ii

Department of Education

Republic of the Philippines

Computer Hardware Servicing Grade 10 Learners Material First Edition, 2013 ISBN: ___________ Republic Act 8293, section 176states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this book are owned by their respective copyright holders. Every effort has been exerted to locate and seek permission to use these materials from their respective copyright owners. The publisher and authors do not represent nor claim ownership over them. Published by the Department of Education Secretary: Br. Armin A. Luistro FSC Undersecretary: Dina S. Ocampo, Ph.D. Assistant Secretary: Lorna Dig Dino, Ph.D.

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)

Office Address: 2nd Floor Dorm G, Philsports Complex, Meralco Avenue,

Pasig City, Philippines 1600

Telefax: (02) 634-1054, 634-1072

E-mail Address: [email protected]

Development Team of the Learners Material

Authors: Rosalie P. Lujero

Teacher III / School ICT Coordinator Dasmarias East National High School

Ronaldo V. Ramilo

Education Program Specialist Division of Tanauan

Michael Angelo C. Gatchalian Teacher III / School ICT Coordinator Dagupan City National High School

Editors: Joemar A. Garraton

Reviewers: Romeo B. Gacutan, Simfroso C. Robles II and Marion I. Alinas

Illustrator and Layout Artists:

Subject Specialist: Owen M. Milambiling

Management Team: Dr.Lolita M. Andrada, Jocelyn DR Andaya, Bella O. Marias,

Dr. Jose D. Tuguinayo, Jr.

iii

TABLE OF CONTENTS

Module 1: PERSONAL ENTREPRENUERIAL COMPETENCIES (PECs)

Grade Level Standard.. 1

Content Standard. 1

Performance Standard.. 1

Learning Competencies ..

Introduction

1

1

Objectives.. 2

Presentation of Content ..

Introduction

Objectives

Pre- Assessment

Guide Question

Learning Goals and Target

Know...

2

3

Process .

Reflect and Understand ...

3

4

Transfer .. 4

Feedback

References .

4

4

Module 2: ENVIRONMENT AND MARKET (EM)

Grade Level Standard.. 6

Content Standard... 6

Performance Standard .. 6

Learning Competencies .....

Introduction

Objectives

Presentation of Content

Introduction

Objectives

Pre- Assessment

Guide Question


Know .

Product Development

Concept of Developing Product

Finding Value

Innovation

6

6

7

7

8

iv

Unique Selling Proposition

Process.

Reflect and Understand ...

Transfer...

Know ....

Generating Ideas for Business

Key Concept of Selecting a business Idea

Branding

Process .....

Reflect and Understand ......

Transfer ...

Feedback .

References ..

9

9

9

9

10

10

10

10

10

Module 3: CONFIGURING COMPUTER SYSTEMS AND NETWORK

Grade Level Standard .

Content Standard .

Performance Standard

Introduction ..

Learning Competencies

Learning Competencies / Objectives -

Pre-Diagnostic / Assessment .

Lesson 1. Plan and Prepare for Configuration

What to Know -

Safety Procedures Fire Safety Guidelines

Prepare Tools Used for Configuration

Procedure in Using Computer System

Configuration Tools

What to Process ..

Peer to Peer Activity

MS Configuration Command Classification

Applet Grouping

What to reflect / Understand .

Research and Investigation

What to Transfer ..

Role Playing

Oral Presentation

12

12

12

12

13

13

14

18

18

19

19

20

21

22

23

25

25

26

v

Windows Registry Backup and Recovery

Lesson 2. Configure Computer System and Network What to Know .

What to Know

Safety Precautions related to Networks

Networking Devices, Media and Connector

Internet Protocols

Peer- to- peer and Client/server network Category Rating

Network Security

File and Printer Sharing

What to Process

Criss-Cross Puzzle

Protocols Worksheet

Identifying IP Address Classes

Comparison Activity

Short Quiz

Essay Writing

What to Reflect / Understand .

Video Presentation

Online Video tutorials

Peer to peer study

Research Firewalls Activity

Read and Examine

What to Transfer

Create Your Own Ethernet Cable

Configure Ethernet NIC to use DHCP

Configure Wireless Router

Hands- on Activity

Configure Windows XP Firewall

Share a folder, Printer and Set Permissions

Lesson 3. Inspect and Test Configured Computer System

And Network ..

What to Know

Safety Precautions

Guidelines for Testing Configured Computer

What to Process...

What to Reflect / Understand ..

What to Transfer.

Test the Wireless NIC

28

28

28

28

28

29

29

29

29

30

30

31

31

32

32

33

34

35

36

38

40

41

41

42

44

48

50

51

55

62

62

63

63

63

63

vi

Accomplishing a Technical Report

Summative Test .

Feedback

References

Module 4: MAINTAINING COMPUTER SYSTEMS AND NETWORK

Content Standard .


Learning Competencies .

Objectives...

Pre Diagnostic / Assessment

Lesson 1. Procedures in Planning and Conducting Maintenance

What to Know..

Follow OHS Procedures Plan on how to maintain computer system and networks

Diagnoses faulty computer and network systems Material Safety Data Sheet (MSDS)

What to Process.

Slide Show

Investigate and Interpret

Internet Research

Network Layout

What to Reflect / Understand.

Pictorial Tour

Investigative Report

Read and Study

Critical Review

What to Transfer..

Video Demo

Magazine Article

Computer Specifications

Computer Shop Network Layout

Lesson 2. Maintain Network Systems..

What to Know..

Procedure on how to maintain Computer

System and Networks

Identify Faulty computer systems

Test normal functions of Computer System

Perform Repair

Adhere to the recommended schedule and

techniques in maintaining and cleaning computer system

66

66

67

70

73

73

73

73

74

74

76

76

76

76

77

77

84

84

vii

Respond to sudden breakdown of computer systems

What to Process.

Essay Activity

Critical review

Ways to Improve your computers performance

Duplication


Research and investigate

Slide show presentation

Evaluating your needs

What to Transfer

Role Playing

Video Tutorials

Defragmentation Issue

Online Review

Concept Mapping

How to Scan your Flash Drive

Deleting Temporary Files

Lesson 3. Maintain Network Systems

What to Know

Follow OHS Procedures

Run the burn- in test on computer system

What to Process.

Maintain Inspection Checklist

Performing Immediate Burn- in Testing


Video Tutorial

What to Transfer .

Weekly Maintenance Checklist

Lesson 4. Inspect and Test configured/repaired computer Systems and

networks..

What to Know

Follow OHS Procedures

Maintain Computer systems and networks to ensure

safe operations

Computer communications

Run or conduct computer to computer

communications

Connect computer systems to the internet

87

88

90

95

95

95

96

96

97

97

viii

Computer systems and network checked to ensure

safe operation

Prepare Technical reports

What to Process ..

Experiment and Demonstrate


Video Tutorial

Practicing TCP/IP Networking Skills

Video Tutorial

Computer Item Enumeration

What to Transfer .

Schedule and Techniques in Maintaining Systems

Network Checking

Network Connection Demo

Creating Hardware- Software Tools Report

Summative Test .

Feedback

References

What to Transfer..

98

103

104

105

105

109

1

K to12 BASIC EDUCATION CURRICULUM Information and Communications Technology

COMPUTER HARDWARE SERVICING Grade 10

GRADE 10 MODULE 1 Personal Entrepreneurial Competencies (PECs)

Teachers Guide

Quarter I 4 hrs.

Grade Level Standard

This is a specialization course which leads to Computer Hardware Servicing

National Certificate Level II (NC II). It covers two (2) core competencies that a

Grade 10 Technology and Livelihood Education (TLE) student ought to possess,

namely: 1) communicate effectively using the English language and 2) deliver

quality customer service.

The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration of career opportunities.

Content Standard

The learner demonstrates understanding of ones Personal Entrepreneurial Competencies in Computer Hardware Servicing.


The learner independently creates a plan of action that strengthens and or

further develops his/her PECs in Computer Hardware Servicing.


Develop and strengthen PECs needed in Computer Hardware Servicing.

I. Introduction

This teachers guide will lead you to effectively and efficiently teach

Module 1. Moreover, this will guide you in determining relevant and appropriate

teaching techniques and strategies that will fit the learning needs and demands of

the learners to make them best understand and appreciate the importance of

2

entrepreneurship and the entrepreneurial competencies related to Computer

Hardware Servicing.

This module will also provide learners an opportunity to know that

individuals possess different PECs. These PECs include characteristics, attributes,

lifestyles, skills, or traits. Likewise, when one aligns these competencies with the

competencies of successful practitioners or entrepreneurs, he or she will be ready

to face the experiences of starting a business or being employed.

Moreover, the module is designed to stimulate the learners to think about

entrepreneurship and its role in the business community and in economic and

social development.

II. Objectives

With your assistance and the guidance of this module, learners are

expected to understand the underlying principles and concepts of PECs,

particularly in:

- identifying areas for improvement, development, and growth,

- aligning learners PECs according to their business or career choice, and

- creating a plan of action that ensures success in their business or career

choice.

III. Presentation of Content

Introduction

Guide learners in appreciating and understanding PECs for them to be

successful in business or in the workforce by sharing inspiring real-life

stories of successful businessman and or well-known employees in the field

of Computer Hardware Servicing in the province.

Explain to learners the importance of assessing their PECs.

Guide learners in understanding the importance of entrepreneurs and

entrepreneurship.

Objectives

Guide learners in identifying and understanding the objectives of Module 1.

Pre-Assessment

Use the sample pre-assessment test available in the learners materials or

craft a comprehensive teacher-made test to assess learners prior

knowledge and skills in PECs.

Evaluate the result of the pre-assessment and prepare a plan of action to

3

strategically address the learning needs and requirements of the learners.

Guide Questions

Have learners actively perform task 2, and let them share their answers and

relevant experiences with the class.

Process learners understanding of the guide questions presented on task 2.


Help learners utilize available technologies / resources in planning their own learning goals and targets as reflected on page 4.

Group Activity

Group the learners, then ask them perform task 3. Let them share their

thoughts with the class.

Process learners understanding and guide them in arriving at a relevant and

acceptable generalization.

IV. Know, Process, Reflect and Understand, and Transfer

Know

Discuss / present the importance of assessing personal entrepreneurial

competencies (PECs) and skills vis--vis a practicing entrepreneur or

employee; provide an actual example of an entrepreneur or employee

existing in your province.

Expand learners curiosity by asking essential questions on the important

characteristics / traits / attributes, and skills of a good entrepreneur.

Assist / Guide learners in understanding the entrepreneurial competencies

(characteristics, traits, attributes) and skills of a good entrepreneur.

Have an appropriate, relevant, and timely learning activity for the learners to

appreciate the best entrepreneurial competencies.

Assess learners knowledge and skills on understanding of topic. Use the

result of the pre-assessment to improve their learning.

Process

Ask the learners accomplish task 4 (PECs Checklist) on page 8-9. Let them

make their interpretation or personal insights based on the accomplished

task.

Facilitate student-to-student interactions and process learners

understanding.

Reflect and Understand

Deepen learners understanding of PECs by guiding them in accomplishing

4

task 5 (Interview) on page 9-12.

Facilitate appropriate learning activities to finish the task.

Encourage learners to report their accomplishments to the class.

Process learners understanding.

Transfer

Assist learners in individually accomplishing task 6 (Preparation of a Plan of

Action) on page 12. Let them craft their own plan of action intelligently. Have

learners present this in class.

Process their understanding.

Guide learners in answering the essential questions presented in task 7 on

page 13.

Have learners share their answers with the class, and then process their

understanding.

Provide learners more concrete example and enrichment activities to further

deepen their understanding about PECs and its importance in day-to-day

living as future entrepreneurs or employees.

Provide learners applicable activities whereby they can transfer to the

community what they have learned.

Let learners use available resources in the community to accomplish the

task.

V Feedback

Pre / Post Assessment

1. E 6. B

2. K 7. C

3. H 8. I

4. A 9. D

5. J 10. F

VI References

1. Module 5, Project EASE, Effective and Affordable Secondary Education

2. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A

3. http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-

5

business-environment--165.php#ixzz1PVjUuaWu

4. http://www.thetimes100.co.uk/theory/theory--constraints--421.php#ixzz1PVki8a36

5. http://www.thetimes100.co.uk/theory/theory--constraints-on-production--303.php#ixzz1PVkyDy8k

6. http://www.thetimes100.co.uk/theory/theory--production-and-resource-requirements--354.php#ixzz1PVlGG7zv

7. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-marketing--245.php#ixzz1PVlc88gR

6


COMPUTER HARDWARE SERVICING (SPECIALIZATION)

GRADE 10 MODULE 2 Environment and Market (EM)

Teachers Guide

Quarter I 4 hrs.


This is a specialization course which leads to Computer Hardware

Servicing National Certificate Level II (NC II). It covers two (2) core

competencies that a Grade 10 Technology and Livelihood Education (TLE)

student ought to possess, namely: 1) communicate effectively using the English

language and 2) deliver quality customer service.

The preliminaries of this specialization course include the following: 1) discussion on the relevance of the course, 2) explanation of key concepts relative to the course, and 3) exploration on career opportunities.

Content Standard

The learner demonstrates understanding of environment and market in Computer Hardware Servicing in ones province.


The learner independently creates a business vicinity map reflective of

potential market in Computer Hardware Servicing in a province.


Develop a quality and marketable product or service in Computer Hardware Servicing

Select a business idea based on the criteria and techniques set

Develop a brand for the product

V. Introduction

People who aspire to start a business need to explore the economic,

7

cultural, and social conditions prevailing in an area. Needs and wants of the

people in a certain area that are not met may be considered as business

opportunities. Identifying the needs of the community, its resources, available

raw materials, skills, and appropriate technology can help a new entrepreneur in

seizing a business opportunity.

To be successful in any kind of business venture, potential entrepreneurs

should always look closely at the environment and market. They should always

be watchful on the existing opportunities and constraints. The opportunities in

the business environment are those factors that provide possibilities for a

business to expand and make more profits. Constraints, on the other hand, are

those factors that limit the business to grow, hence reduce the chance of

generating profit. One of the best ways to evaluate the opportunities and

constraints is to conduct Strengths, Weakness, Opportunities and Threats

(SWOT) Analysis.

VI. Objectives

With your assistance and guidance in facilitating this module,

learners are expected to understand the underlying principles and concepts

of environment and market more particularly in:

- identifying what is of value to the customer,

- identifying the customer to sell to,

- explaining what makes a product unique and competitive,

- applying creativity and innovative techniques to develop marketable

product, and

- employing a unique selling proposition (USP) to the product and or

service.

VII. Presentation of Content

Introduction

Using appropriate activities, lead learners in giving value to environment

and market and its implication to be successful in a business related to

Computer Hardware Servicing.

Guide learners in understanding the importance of environment and

market; likewise, lead them in appreciating the value of SWOT Analysis.

Provide relevant, appropriate, and meaningful examples of SWOT

Analysis pertaining to Computer Hardware Servicing.

Help learners in presenting the importance of assessing their immediate

8

environment and market pertaining to Computer Hardware Servicing.

Using your processing and questioning skills, guide learners in coming up

with a generalization about the environment and market and its

relationship to a successful field of Computer Hardware Servicing.

Objectives

Guide learners in identifying and understanding the objectives of this

module.

Pre-assessment

Use the sample pre-assessment test available in the learners materials

or craft a comprehensive teacher-made test to assess learners prior

knowledge and skills in environment and market.

Evaluate the result of the pre-assessment and prepare a plan of action to

strategically address the learning needs and requirements of the

learners.

Guide Questions

Ask learners to perform task 2 and guide them in presenting their

answers to the class.

Process learners responses and guide them in making appropriate

generalizations.


Help learners in planning their own learning goals and target as reflected

on page 18.

Provide enrichment activities and guide them in analyzing available

resources and technology in the community to be used in accomplishing

their learning goals and targets.

VIII. Know, Process, Reflect and Understand, and Transfer

Product development

Know

Discuss product development, concept of developing a product,

finding value, innovation, unique selling proposition, and its

relationship to environment and market and business at large.

Let learners participate in the discussion on the aforementioned

topics. Assist and/or guide learners in presenting their ideas and

relevant experiences.

Design varied levels of learning activities for the learners to better

9

understand the topics related above.

Guide learners in reflecting on the importance of product

development, concept of developing a product, finding value,

innovation, and unique selling proposition.

Design an assessment to evaluate learners knowledge, skills, and

understanding of the previous topics.

Use the result of the assessment in designing / developing learning

activities that will enrich learners understanding.

Process

Guide learners in accomplishing task 3 on pages 24 to 25. Let them

conduct a research by interviewing a successful entrepreneur or

practitioner within the province.

Have learners present their research to the class. Process their

understanding in relation to the objectives of this module.


Inspire learners to deepen their understanding about the environment

and market by carefully watching the videos related to the prescribed

topics on task 4 on page 25.

After watching the videos, let them prepare a comprehensive

narrative report on the topics they watched.

Encourage learners to present their accomplishments to the class.

Process learners understanding in relation to the objectives of this

module.

Transfer

Guide learners in developing concepts for their own product or service

as reflected on task 5 on page 26.

Assist learners in analyzing and utilizing available resources in

developing their concept of their own product or service.

Evaluate learners output by referring to teacher-made rubrics which

is aligned to the performance standards.

Let learners eloquently share and present their output with the class.

Lead learners in reflecting on the importance of product

conceptualization.

Generating Ideas for Business

Know

Let learners read and understand topics related to generating ideas

10

for business, selecting a business idea, and branding.

Let learners undergo varied levels of learning activities to better

appreciate the importance of generating ideas for business, selecting

a business idea, and branding.

Process learners understanding relative to the objectives of this

module.

Process

Lead learners in reflecting on their SWOT Analysis and its importance

in generating business ideas by engaging them in learning

opportunities for interaction with others outside the classroom and

with the use of technology.

Instruct learners to enrich their knowledge on SWOT Analysis by

conducting researches.

Provide an appropriate type of assessment to evaluate learners

understanding of the SWOT Analysis. Use the result of the

assessment to craft more appropriate and productive learning

activities.

Assist learners in performing task 6 (SWOT Analysis).

Evaluate / Assess learners output and check it against the objectives

of this module.


Let learners work on an independent learning activity or cooperative

learning (ICL) in accomplishing task 7 (Extra Readings and Video

Viewing) on page 33.

Assist learners in presenting their output. Assess the evidence of

learning and provide useful input to improve their output.

Transfer

Have learners prepare task 8 (Designing a Logo). Assist learners in

accomplishing this task by letting them adhere to their real life

experience.

Assess learners output using teacher-made rubrics following the

standards and objectives of this module.

Have learners prepare task 9 (Making My Own Vicinity Map). Guide

learners in creating their own vicinity map reflective of potential

market in computer technician in your province. Ask them to present

their output and process their understanding by asking relevant and

essential questions.

11





V Feedback

Pre / Post Assessment

6. D 6. D

7. C 7. B

8. A 8. C

9. B 9. D

10. A 10. D

VI References

8. Module 5, Project EASE, Effective and Affordable Secondary Education

9. http://www.entrepreneur.com/article/77408#ixzz2twpYG49A

10. http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-business-environment--165.php#ixzz1PVjUuaWu

11. http://www.thetimes100.co.uk/theory/theory--constraints--421.php#ixzz1PVki8a36

12. http://www.thetimes100.co.uk/theory/theory--constraints-on-production--303.php#ixzz1PVkyDy8k

13. http://www.thetimes100.co.uk/theory/theory--production-and-resource-requirements--354.php#ixzz1PVlGG7zv

14. http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-marketing--245.php#ixzz1PVlc88gR

12


COMPUTER HARDWARE SERVICING (SPECIALIZATION)

Module 3 Configuring computer systems and network

Quarter 1-2 60 hrs


Information and Communication Technology (ICT) is one of the four (4) components of Technology and Livelihood Education (TLE). One of the courses offered is Computer Hardware Servicing (CHS). This course covers Process and Delivery (PD) which consists of the core competencies that a Grade 10 student ought to possess namely: plan and prepare for configuration, configure computer systems and networks and inspect and test configured computer system and network.

Content Standard

The learner demonstrates understanding of the basic concepts and underlying theories in configuring and maintaining computer systems and networks.


The learner independently demonstrates competencies in configuring and maintaining computer systems and networks as prescribed in the TESDA Training Regulations.

I - Introduction

The primary purpose of CHS is to provide the learners with the knowledge and skills that will help them become computer hardware technicians. In this year level, learners / trainee should be competent, knowledgeable and skillful in: (1) planning and preparing for configuration; (2) configuring computer systems and network; and (3) inspecting and testing the configured computer systems and network.

. This curriculum document shall assist and guide the teachers/instructor

to effectively teach the content of the Grade 10 Learning module, assess learners knowledge and skills, process learners understanding, and evaluate the learners evidences of learning.

13

II - Learning Competencies

The competencies expressed as learning outcomes in this teaching guide are the exact competencies that will be used to assess the learners / trainees for them to secure COC or NC in Computer Hardware Servicing. This teaching guide would allow teachers / instructors to strategically teach the competencies spread out in the module; guide the learners in performing the activities; process learners understanding; and assist the learners in applying what they have learned to an entirely new context.

Utilizing effective teaching methodology and strategies suitable to the learning needs and requirements of the learners, the following are the competencies that should be mastered by learners / trainees after finishing this module.

Lesson 1. Plan and prepare for configuration

Follow OHS in planning and preparing for configuration of computer

systems and networks

Prepare computer systems, tools, devices, equipment and materials

Check computer systems and networks configuration against specified

requirements

Identify the procedures in using the tools and equipment

Lesson 2. Configure computer systems and networks

Follow OHS procedures in configuring computer systems and

networks

Inspect networking devices, media and connectors

Create cross-over and straight-through cables

Assign IP address to clients and servers

Configure the assigned IP address to clients and servers

Enable network security to the computer systems

Configure file and printer sharing

Lesson 3. Inspect and test configured computer systems and networks

Follow OHS procedures in testing systems and networks

Test computer systems and networks in accordance with the job

requirements

Accomplish technical reports on the tests conducted

14

III Pre / Post Assessment

Prepare a comprehensive pre / post assessment tool to evaluate learners knowledge and skills.

Guide learners in assessing their knowledge and skill using: A. Paper and pencil test on pages 38- 41 of Learning Module

General Directions: Read the items very carefully. Write your answer on a

clean sheet of paper.

A. Paper and Pencil Test

General Directions: Read the items very carefully. Write your answer on a

clean sheet of paper.

Test I. True or False

Directions: Write TRUE if the proceeding statement is correct and FALSE if

otherwise.

_______1. A safe workplace is clean, organized and well- lit.

_______2. One must unplug the power from the source before opening a

case and performing services.

_______3. It is a best practice that a fire extinguisher and first aid kit be

available in the workplace.

_______4. You are allowed to open the power supply or a monitor.

_______5. You can bring food and drinks inside the laboratory.

_______6.The key to a well-tuned computer system is the proper

configuration.

_______7. Boot log stores all information from the boot process.

_______8. Registry is a collection of database of configuration of database of

configuration in Windows Operating System.

_______9. The shortcut of Microsoft Configuration is Ipconfig.

_______10. Configuration is the way a system is set up.

Test II. Multiple Choice

Direction: Write the letter of the correct answer.

1. What boot configuration utility allows setting the programs that will run

at startup?

a. Ipconfig c. msconfig

b. regedit d. dxdiag

15

2. What application allows you to edit the registry?



3. Which of the following enables you to test sound and graphics output?



4. Which of the following is an applet that controls the look of windows?

a. Appearance and themes c. Performance and Maintenance

b. Network and Internet d. Sounds, speech and audio

5. Which of the following applets does not belong to Performance and

maintenance category?

a. Administrative tool c. Power Options

b. Automatic Updates d. System

6. Which of the following is a wizard used to configure MS Windows for

vision, hearing and mobility needs?

a. Accessibility Option c. Sounds, speech and audio

b. Security Center d. User Accounts

7. A tab in direct X Diagnostic tool that displays your current audio

settings.

a. Input c. Sound

b. Music d. System

8. Which of the following networking cable category is the most

commonly used?

a. Cat3 c. Cat 5 and 5e

b. Cat 5 d. Cat 6

9. What copper-cored cable is surrounded by a heavy shielding?

a. coaxial cable c. optical fiber

b. fiber optics d. twisted pair

10. What Ethernet cable is used to connect two devices directly?

a. cross- over c. both A and B

b. straight through d. none of the options

11. Which of the following is a number used to identify a device on a

network?

16

a. Default gateway c. IP address

b. DNS Server d. subnet mask

12. In which of the following IP address classes does 192.168.1.105

belong?

a. Class A c. Class C e. Class E

b. Class B d. Class D

13. What command is used to test the ability of the source computer to

reach a specified destination computer?

a. Ipconfig c. Ping

b. Msconfig d. Regedit

14. What do you call an approach to computer networking where all

computers show equivalent responsibility for processing data?

a. Client server c. Peer to client

b. Peer to peer d. None of the options

15. Which of the following is an example of a Class A subnet mask?

a. 255.0.0.0 c. 255.255.255.0

b. 255.255.0.0 d. 255.255.255.255

Test III. Matching Type

Directions: Match the definition in Column A with the networking terminologies

in Column B.

A B 1. Copper cabling used for

telephone communication 2. Standard Ethernet cable 3. Cable that has a very thin

core 4. Cable that has a thicker core 5. Tool used for crimping RJ45 6. Connector for Cat 5e cable 7. Set of rules 8. Indicates the network portion

of an IP address 9. Command used find out the

IP address 10. Glass or plastic conductor

a. Crimping tool b. Cross- over c. Fiber- optic d. Ipconfig e. Multi- mode f. Ping g. Protocol h. RJ45 i. Single- mode j. Straight through k. Subnet mask l. Twisted pair

17

Test IV. ACRONYMS

Direction: Give the complete meaning of the following acronyms.

1. UTP

2. STP

3. IP

4. TCP /IP

5. HTTP

6. FTP

7. SSH

8. IMAP

9. SMTP

10. DHCP

11. DNS

12. TTL

13. LAN

14. VPN

15. NIC

B. Skills test pages 41- 42 of Learning Module

Configuration Skills

Directions: Below is a matrix containing the most important skills that one

must have to configure computer systems and networks successfully. Check

() the appropriate column which describes the level of your confidence in

performing the given tasks.

Configuration Skills I can do it confidently

3

I can do it but with

assistance 2

I am not confident

1

1. I can use the different tools for configuration

2. I can inspect networking devices and connectors

3. I can create a cross- over and straight through Ethernet cable

4. I can test the functionality of an Ethernet cable

18

5. I can assign and configure IP address

6. I can execute the ipconfig command properly

7. I can manage to create a peer to peer networking

8. I can configure Network Interface Card using DHCP

9. I can enable firewall

10. I can configure file and printer sharing

TOTAL

GRAND TOTAL

Add all the scores to get the grand total and then divide it by the total

number of items. Refer to the verbal interpretation on the next page to

determine your initial configuration ability.

Numerical and Verbal interpretation

Numerical Value Verbal Interpretation

2.51 3.00 Confident 1.76- 2.50 Confident but needs assistance

1.00 1.75 Not yet Confident

C. Other appropriate tools

Check their answers using the answer key on the Feedback portion of this guide.

IV Know, Process, Reflect and Understand, and Transfer

LESSON 1. PLAN AND PREPARE FOR CONFIGURATION

What to KNOW 1.1- Safety Procedures

Guide the learners in understanding safety procedures and general safety guidelines

Let learners understand the fire safety guidelines.

19

1.2- Prepare Tools Used for Configuration

Guide learners in preparing tools used for configuration.

Let learners be acquainted and familiarize the different tools used for configuration.

1.3- Procedures in Using Computer System Configuration Tools

Guide learners in familiarizing the procedures in using computer system configuration tools.

What to PROCESS 1.1- Safety Procedures

Guide learners in performing a peer to peer activity on page 45.

Instruct the students to get a partner in order to perform the said activity.

Explain the general directions and show example evidences and picture for a certain circumstances of the activity.

Task: Peer to Peer activity General Directions: Get a partner to perform the next activity, because this involves a two- person activity. Identify whether the succeeding statements are true or false. You and your partner should gather evidences that make it true and false. Show the effects of not following the safety precautions through a picture presentation. Example: Turn off the power and unplug equipment before opening the case and performing service.

Answer Picture Presentation

True

Evidence Effect

TRUE OR FALSE

EVIDENCE PICTURE

1. A safe workplace is clean, organized and well lit.

2. Before opening the case and

20

performing services, one must unplug the power from the source.

3. It is a best practice that a fire extinguisher and first aid kit must be available in the workplace.

4. You are allowed to open the power supply or a monitor.

5. You can eat inside the laboratory.


Let learners classify the different tools used for configuration by answering the MS Configuration Command Classification activity on page 56.

Instruct the learners to complete the diagram of applet grouping on page 57.

I. MS Configuration Command Classification

Directions: There are five functional tabs in MS Configuration utility, namely

General, Boot, Services, Startup and Tools. Classify the following items

according to the tabs they belong. Write your answer in a clean paper.

1. Event Viewer

2. Safe Boot

3. List of services that start when computer boots

4. Make all boot settings permanent

5. Normal startup

6. No GUI Boot

7. OS Boot information

8. Hide All Microsoft Services

9. Convenient List of Diagnostic Tools

10. Base Video

21

II. Applet Grouping

Directions: Complete the diagram of various Control Panel Applets with the

components included in their category.


The teacher may develop tasks relevant to the procedures in using computer system configuration tools to process the learners understanding on the subject matter.

What to REFLECT and UNDERSTAND 1.1- Safety Procedures

Guide learners in deepening their understanding by conducting a research and investigation.

The teacher must supply the guide questions for the interview

Research and Investigate

Directions: Form a group of five members and research on the different

safety precautions used in computer laboratory. Interview/Observe a

practitioner while lending a quality service in computer hardware servicing.

Use a video camera to record the event stressing the safety guidelines and

procedures in the laboratory. You will be rated according to the following

rubrics:

22

Video Documentation of Computer Laboratory Safety Precautions

Criteria Poor (70-75) Good (76-85) Excellent (86-

100)

Content/Informatio

n (50%)

Technically sound information

Coherence of information

The provided

information was

not necessary

or not sufficient

to the computer

laboratory

safety

precautions.

The provided

information

was, for the

most part,

necessary and

sufficient to the

computer

laboratory

safety

precautions.

The provided

information was

necessary and

sufficient to the

computer

laboratory

safety

precautions.

Quality of Video

(30%)

Clarity and cohesiveness of the video

Organization and coherence of ideas

It lacks clarity

and/or does not

present ideas in

a coherent way.

Most part is

well organized,

clear and

presents ideas

in a coherent

way.

The video was

well organized,

clear and

presents ideas

in a coherent

way.

Interview on

practitioner (20%)

Congruency of questions to the topic

Clarity of questions

Questions were

not congruent

with the topic

and were not

delivered

clearly.

Most of the

questions were

congruent with

the topic and

delivered

clearly.

All of the

questions were

congruent with

the topic and

delivered

clearly.


The teacher may provide other relevant activity / activities that are suited to the subject matter.

Let learners conduct a research and exploration to identify the other tools used for computer system and network configuration.

The teacher must provide a format and specifications for the research that will be used by the learners as their guidelines.

Rate their performance based on the rubrics for term or research paper.

23

Task: Research and Explore

Directions: Conduct a research that identifies other available tools used for

computer system and network configuration. Use some other resources like

the World Wide Web and interview a practitioner preferably an IT specialist or

a computer technician to find out the different tools they use for configuration.

Your research will be rated according to the following rubrics:

Rubrics for Term or Research Paper

Qualities &

Criteria Poor (0-74)

Good (75-

79)

Very Good

(80-89)

Excellent

(90-100)

Format/Layout

(15%)

Presentation of the text

Structuring of text

Requirements of length, font and style followed

Followed

poorly the

requiremen

ts related to

format and

layout.

Some

format and

layout

related

requiremen

ts were

met.

Most format

and layout

related

requiremen

ts were

met.

All the

requiremen

ts related to

format and

layout were

strictly

followed.

Content/Informat

ion (50%)

All elements of the topics are addressed

The information is technically sound

Information based on careful research


The

research

was not

objective

and poorly

addresses

the issues

referred in

the

proposed

topic.

The

provided

information

was not

necessary

or not

sufficient to

The

research

was

objective

and for

some part

addresses

an in depth

analysis

The

provided

information

was, for

some part,

necessary

and

sufficient to

discuss

The

research

was

objective

and for the

most part

addresses

an in depth

analysis of

most issues

referred in

the

proposed

topic.

The

provided

information

was, for the

The

research

was

objective

and

addresses

with an in

depth

analysis all

the issues

referred in

the

proposed

topic.

The

provided

information

was

24

discuss

these

issues.

these

issues.

most part,

necessary

and

sufficient to

discuss

these

issues.

necessary

and

sufficient to

discuss

these

issues.

Quality of

Writing (25%)

Clarity and cohesiveness of sentences and paragraphs

No errors in spelling, grammar and use of English


The essay

was not

well written,

and

contains

many

spelling

errors,

and/or

grammar

errors

and/or use

of English

errors.

It lacks

clarity

and/or does

not present

ideas in a

coherent

way.

The essay

was well

written for

some part,

without

spelling,

grammar or

use of

English

errors.

The essay

is for some

part well

organized,

clear and

presents

ideas in a

coherent

way.

The essay

was well

written for

the most

part,

without

spelling,

grammar or

use of

English

errors.

The essay

is for the

most part

well

organized,

clear and

presents

ideas in a

coherent

way.

The essay

was well

written from

start to

finish,

without

spelling,

grammar or

use of

English

errors.

The essay

was well

organized,

clear and

presents

ideas in a

coherent

way.

References

(10%)

Soundness of references

References

were not

appropriatel

y used and

cited.

Some of

the

references

were

appropriatel

y used and

cited.

Most of the

references

were

appropriatel

y used and

cited.

All of the

references

were

appropriatel

y used and

cited.

25


The teacher shall craft different tasks to enrich learners understanding on the procedures of using different computer system configuration tools.

The teacher may assign learners to apply the result of their research about different computer system configuration tools through a demonstration.

What to TRANSFER 1.1- Safety Procedures

Let learners showcase their understanding on safety procedures through a role playing using the collected and collaborated information gathered from the research and investigation activity.

Rate the learners performance using the rubric for role playing provided on page 47 of Learners Material.

Task: Application of Safety Procedures while accomplishing a task

Directions: After the interview and observation with a practitioner, your group

will showcase what you have learned through a role playing. You will be rated

base on the Rubrics written below:

Rubrics for Role Playing

Criteria Excellent 4

Good 3

Fair 2

Weak 1

Content (40%) -Conveys full understanding of the content

Enthusiasm (10%) -Facial expression and body language generates strong enthusiasm

Interest and Purpose (10%) -Displays interesting purpose

Speak Clearly (10%) -Group members speaks clearly at all

26

times

Volume (10%) -Loud volume

Preparedness (10%) -Group is prepared with props and costumes

Cooperation (10%) -displays teamwork


Have learners perform an oral presentation of their collected information gathered from the research and exploration activity. Rate their performance through the rubric for oral presentation.

Task : Oral Presentation

Directions: After the thorough research and exploration, you have to present

your work individually in an oral manner in front of the class. Your

performance will be rated base on the rubric provided in this section.

Rubric for Oral Presentation

CRITERIA B

(70- 74) D

(75-79)

AP (80-84)

P (85-89)

A (90-100)

1. Gave an interesting introduction

2. Presented clear explanation of topic

3. Presented information in logical manner

4. Used complete sentence

5. Offered a concluding summary

6. Spoke clearly, correctly, distinctly, and confidently

27

7. Maintained eye contact

8. Maintained acceptable posture.

9. Utilized audio-visual aids

10. Handled questions and comments confidently

Total

Grand Total


Let learners perform the windows registry backup and recovery activity on page 65 of Learners Material.

Rate learners performance using the rubrics for Registry Backup and Recovery.

Task: Windows Registry Backup and Recovery

Rubrics for Registry Backup and Recovery

CRITERIA Excellent 4

Good 3

Fair 2

Poor 1

Safety Procedures (15%) -Applied / manifested safety precautions while working

Adherence to the Procedures (30%) -Followed the procedures systematically

Workmanship (15%) -Had organized materials and tools while accomplishing the task and has time management

Quality of work (40%) -the windows registry was fully backed up

28

LESSON2. CONFIGURE COMPUTER SYSTEM AND NETWORK

What to KNOW

Introduce the concept of system configuration to the learners by citing circumstances related to configuration.

2.1- Safety Precautions Related to Networks

The teacher may append topics on safety precautions in system and network configuration.

Guide the learners in recognizing the safety precautions related to networks.

2.2- Networking Devices, Media and Connector

Review the different networking devices, media and connector.

Discuss and show visuals of the common types of network cable.

Assist learners in familiarizing the different Ethernet cable.

Discuss and demonstrate the procedures in fabricating Ethernet cables.

2.3- Internet Protocols

Introduce Internet Protocols and discuss the commonly used internet protocols.

Discuss IP address and its five classes.

Let learners be familiar with subnet mask by discussing the theory and types of it.

Discuss the concept IP config command and demonstrate procedures in using it.

Discuss and demonstrate the procedures in assigning a static IP address of a computer.

The teacher may use differentiated strategies to discuss and demonstrate the procedures in assigning a dynamic IP address of a computer.

Introduce the ping command and demonstrate the procedure in using the ping command.

2.4- Peer-to-Peer and Client/server Network

Let learners discover the difference between peer to peer and client / server network.

Demonstrate the essential procedures in setting up a peer to peer network in Windows XP or Windows 7 computer system.

The procedure in setting up a client / server network is not included in the learning module. The teacher must provide supplementary resources to obtain the procedures and have them demonstrated in the class.

29

2.5- Network Security

Facilitate brain storming activity on the class. The learners must be engaged in discovering the importance of security in computer system and network and the different security attacks.

Discuss and demonstrate the different security procedures. 2.6- File and Printer Sharing

Discuss the concept of file and printer sharing, cite example scenario where it has been used.

Hook learners interest by demonstrating the procedures in sharing resources and accessing shared resources as well as the procedures in printer sharing.

What to PROCESS 2.1- Safety Precautions Related to Networks

The teacher is suggested to craft appropriate activities to process learners understanding relevant to safety precautions in system and network configuration.


Let learners answer the criss- cross puzzle on page 86.

Task: Criss- Cross Puzzle

Direction: Complete the criss- cross puzzle and familiarize the cables being

described.

CABLES

30

Across 1. each pair of wires is wrapped in metallic foil 3. one or more optical fibers enclosed in a sheath or jacket 5. used to connect two devices directly 6. cable that has two or four pairs of wires 7. the standard cable used for almost all purposes Down 1. cable that has a very thin core 2. cable that has a thicker core 4. used for telephone communications and Ethernet networks 5. copper-cored cable


Instruct learners to accomplish the worksheet for the task entitled Protocols.

Task: Protocols

Direction: In this worksheet, you will write the name of the protocol and the

default port(s) for each protocol definition in the table.

Be prepared to discuss your answers.

Protocol Definition Protocol Default Port(s)

Provides connections to computers over a TCP/IP network

Sends e-mail over a TCP/IP network

Translates URLs to IP address

Transports Web pages over a TCP/IP network

Automates assignment of IP address on a network

Securely transports Web pages over a TCP/IP network

Transports files over a TCP/IP network

The teacher shall provide several IP address for the task entitled Identifying IP address classes. It must be written in the board or any visuals available. Give the directions and instruct the learners to accomplish the worksheet for the said activity.

31

II. Identifying IP Address Classes

Direction: In this worksheet, your teacher will write several IP addresses with

their appropriate subnet masks on the board. You will copy the IP address

and Subnet Mask. You will write which IP Address Class is appropriate in the

IP Address Class column in the chart below. An example has been provided

for you.

Be prepared to discuss the IP Address Class you select.

IP Address Subnet Mask IP Address Class

10.0.0.0 255.0.0.0 A


Ask learners to compare peer-to-peer and client / server network. Let them accomplish the table for task comparison on page 125.

Task: Comparison

Direction: Using the table below, cite the features of peer-to-peer and client

/server network that describes their difference.

Peer-to-peer Network Client/Server Network

1.

2.

3.

4.

5.

32


Ask learners to take the short quiz on pages 138-139 of their Learning Module.

Short Quiz

Test I. Modified true or false

Directions: Write SECURITY if the underlined word on the subsequent

statement makes it true and VIRUS if it is makes the statement a false one

then write the correct term / word to correct it. (2 points each)

1. Computer and network security help keep data and equipment safe.

2. A technicians secondary responsibilities include data and network

security.

3. Threats to security can come from inside and outside the organization.

4. Computer viruses are created and sent by attackers who have malicious

intent.

5. A virus is transferred to another computer through e-mail, file transfer and

instant messaging.

Test II. Matching Type

Direction: Match column A with column B in order to identify the term / word

being described.

A B

1. when an employee intends to cause damage 2. when user damages data or equipment unintentionally 3. attached to small pieces of computer code, software and documents 4. a self-replicating program that is harmful to network 5. it is technically a worm 6. software designed to detect, disable and remove viruses 7. it involves using codes and ciphers 8. a way of protecting a computer from intrusion through the ports 9. an encryption system that protects data 10. data being transported on a network

a. Accidental threats b. Antivirus software c. Data encryption d. Firewall e. Malicious threats f. Traffic g. Trojan horse h. Virus i. VPN j. WPA k. WEP l. Worm

33

Test III. Acrostic

Direction: Give the meaning of the acronyms given below:

1. VPN- ________________________________________

2. SSID- ________________________________________

3. WEP- ___________________________________________

4. WPA- ___________________________________________

5. WTLS- __________________________________________

2.6- File and Printer Sharing

Let learners express their deep comprehension through an essay writing task on page 147.

Task: Essay Writing

Direction: Express your deep comprehension about the subject matter by

constructing a minimum of five sentence response per item.

1. Cite the importance of file sharing and give an example scenario where its

worth was proven.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

1. Cite the advantages and disadvantages of printer sharing.

Advantages Disadvantages

Example Situation Example Situation

34

What to REFLECT and UNDERSTAND 2.1- Safety Precautions Related to Networks

Teacher may provide variation of activities for this lesson to process learners understanding on the subject matter


Guide learners in deepening their understanding by watching the video presentations using the URLs provided on page 87.

After the video presentations, instruct learners to answer the guide questions on page 88 in order to process their understanding on the subject matter.

The teacher shall provide additional / contingency activities if in case the learners encountered technical problems in opening the URL in this section.

Task: Video Presentation

To watch the video presentations just type in the following URL:

1) http://www.professormesser.com/n10-005/copper-connectors/

2)http://www.professormesser.com/n10-005/copper-connectors/

3.http://www.professormesser.com/n10-005/utp-stp-and-coaxial-cabling/

35

Here are the guide questions:

1. What are the different type of fiber connectors and cite their advantages

and disadvantages?

2. List down the different types of connectors.

3. What are the characteristics of UTP, STP and coaxial cable?


Enrich learners understanding by instructing them to watch online video presentations about IP address and subnetting. Let them copy the essential URL for the said presentations and direct them to answer the activity entitled reflection on the video presentation.

Task: Video Presentations

General Directions: To deepen your understanding with regard to the

Internet Protocols, IP Address and subneting, utilize the Internet and

the website www.professormesser.com, watch and learn from the

video presentations. Use the URLs below:

1. http://www.professormesser.com/n10-005/binary-math-2/

2. http://www.professormesser.com/n10-005/ip-classes/

36

3. http://www.professormesser.com/n10-005/networkingprotocols/

4. http://www.professormesser.com/n10-005/subnetting/

Reflection on the video presentations

Direction: Answer the essential questions below according to the video

presentations you had watched. Write your answer in a clean sheet of paper.

1. What are the procedures involved in calculating IP address and the

procedures in converting IP address to binary and vise versa?

2. What are the different IP Classes? Discuss each briefly and give

examples for each.

3. What are the distinguished Internet Protocols? Describe each.

4. What are the necessary procedures in calculating subnet mask or

simply subneting? Show an example solution for the calculation.


Increase learners comprehension on the advantages and disadvantages of peer-to-peer network by using different resources. Let them present their study in front of the class and rate them according to the rubrics for research study.

37

Task: Peer-to-peer study

Directions: Have a partner. Using different references available such as

articles, books, internet and publications, investigate and search for the

advantages and disadvantages of peer-to-peer network. You will present your

readings in front of the class and you will be rated according to the rubrics for

research and rubrics for oral presentation.

Rubrics for Research Study

Qualities &


Good (75-

79)

Very Good

(80-89)

Excellent

(90-100)

Format/Layout

(15%)

Presentation of the text

Structuring of text

Requirements of length, font and style followed

Followed

poorly the

requiremen

ts related to

format and

layout.

Some

format and

layout

related

requiremen

ts were

met.

Most format

and layout

related

requiremen

ts were

met.

All the

requiremen

ts related to

format and

layout were

strictly

followed.

Content/Informat

ion (50%)

All elements of the topics are addressed

The information is technically sound

Information based on careful research


The

research

was not

objective

and poorly

addresses

the issues

referred in

the

proposed

topic.

The

provided

information

was not

necessary

or not

sufficient to

The

research

was

objective

and for

some part

addresses

an in depth

analysis

The

provided

information

was, for

some part,

necessary

and

sufficient to

discuss

The

research

was

objective

and for the

most part

addresses

an in-depth

analysis of

most issues

referred in

the

proposed

topic.

The

provided

information

was, for the

The

research

was

objective

and

addresses

with an in-

depth

analysis all

the issues

referred in

the

proposed

topic.

The

provided

information

was

38

discuss

these

issues.

these

issues.

most part,

necessary

and

sufficient to

discuss

these

issues.

necessary

and

sufficient to

discuss

these

issues.

Quality of

Writing (25%)

Clarity and cohesiveness of sentences and paragraphs

No errors in spelling, grammar and use of English


The essay

was not

well written,

and

contains

many

spelling

errors,

and/or

grammar

errors

and/or use

of English

errors.

It lacks

clarity

and/or does

not present

ideas in a

coherent

way.

The essay

was well

written for

some part,

without

spelling,

grammar or

use of

English

errors.

The essay

is for some

part well

organized,

clear and

presents

ideas in a

coherent

way.

The essay

was well

written for

the most

part,

without

spelling,

grammar or

use of

English

errors.

The essay

is for the

most part

well

organized,

clear and

presents

ideas in a

coherent

way.

The essay

was well

written from

start to

finish,

without

spelling,

grammar or

use of

English

errors.

The essay

was well

organized,

clear and

presents

ideas in a

coherent

way.

References

(10%)

Soundness of references

References

were not

appropriatel

y used and

cited.

Some of

the

references

were

appropriatel

y used and

cited.

Most of the

references

were

appropriatel

y used and

cited.

All of the

references

were

appropriatel

y used and

cited.

39

Oral Presentation Rubric

Rubrics for Oral Presentation

CRITERIA B

(70- 74) D

(75-79)

AP (80-84)

P (85-89)

A (90-100)

1. Gave an interesting introduction

2. Presented clear explanation of topic

3. Presented information in logical manner

4. Used complete sentence

5. Offered a concluding summary

6. Spoke clearly, correctly, distinctly, and confidently

7. Maintained eye contact

8. Maintained acceptable posture.

9. Utilized audio-visual aids

10. Handled questions and comments confidently

Total

Grand Total


Ask learners to accomplish research firewalls task on page 139 and instruct them to use supplementary references such as internet, newspaper etc., to gather information.

40

Task: Research Firewalls

Direction: In this activity, you will use the Internet, a newspaper, or a local

store to gather information about hardware and software firewalls.

Company/Hardware Name

Website URL

Cost Subscription Length (Month/Year/Lifetime)

Hardware Features

1. Using the Internet, research two different hardware firewalls. Based on your research, complete the table below.

2. Which hardware firewall would you purchase? List reasons for your

selection.

3. Using the Internet, research two different software firewalls. Based on

your research, complete the table below.

Company/Software Name

Website URL

Cost Subscription Length (Month/Year/Lifetime)

Software Features

4. Which software firewall would you purchase? List reasons for your

selection.


Instruct learners to do the Read and Examine task on page 148. Ask them to use supplementary references and inform them to prepare for an oral presentation.

Prepare a rubric for the oral presentation. Task: Read and examine

Direction: Examine these topics carefully to deepen your understanding

about sharing a printer, read books /other references. Prepare for an oral

presentation.

1. What is a print server?

2. What are the functions of a print server?

3. What are the different types of print servers? Describe each.

41

What to TRANSFER 2.2- Networking Devices, Media and Connector

Guide the learners in creating their own Ethernet cable by stating the general directions, materials and tools needed and by discussing the procedures for the said activity.

Inform the learners about the rubrics to be used in order to rate their performance (rubrics is on page 90).

Task: Create your own Ethernet Cable

Directions: Prepare the following tools and materials in fabricating your own

cross over and straight- through cables.

Materials:

1) 6 meters Ethernet Cable Category 5e or Cat5e- standard wire for

cabling;

2) RJ45 crimpable connectors for Cat5e;

Tools:

3) RJ45 Crimping tool;

4) Wire cutter, stripper or pliers; and

5) Ethernet cable Tester / LAN Tester

Take Note: Be careful when using the tools.

You just need to follow the procedures cited in this module and apply

the safety precautions to avoid injury or any unwanted incident. You will be

given 30 minutes to complete the task. You will be rated according to the

performance rubric.

Procedures:

1. Cut into the plastic sheath 1 inch from the end of the cut cable. The

crimping tool has a razor blade that will do the trick with practice.

2. Unwind and pair the similar colors.

3. Pinch the wires between your fingers and straighten them out as

shown. The color order is important to get correct.

4. Use scissors to make a straight cut across the wires 1/2 Inch from the

cut sleeve to the end of the wires.

5. Push the wires into the connector. Note the position of the blue plastic

shielding. Also note how the wires go all the way to the end.

42

6. A view from the top. All the wires are all the way in. There are no short

wires.

7. Crimping The Cable carefully place the connector into the Ethernet

Crimper and cinch down on the handles tightly. The copper splicing

tabs on the connector will pierce into each of the eight wires. There is

also a locking tab that holds the blue plastic sleeve in place for a tight

compression fit. When you remove the cable from the crimper, that end

is ready to use.

8. For a standard "Straight Through" cable, repeat all steps and wire color

order on the other end of cable. For a cross-over cable, the other end

will have a different color order as shown by the crossover picture

above.

9. Make sure to test the cables before installing them. An inexpensive

Ethernet cable tester does this quite well.

Performance Rubrics for

Creating a Cross- Over and Straight Through Ethernet Cables

CRITERIA Excellent 4

Good 3

Fair 2

Poor 1



Workmanship (15%) -Organized materials and tools while accomplishing the task and has time management

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Quality of Product (40%) -produced a fully functional Ethernet Cable


The teacher may group the learners with two or three members for the activity entitled Configure an Ethernet NIC using DHCP. Give the details of the activity such as materials, equipment, tools and procedures to be used. Inform the learners that along with the ongoing activity, they need to answer the given questions next to the procedures in a clean sheet of paper. Check and rate their performance using the configuration rubrics on page 106.

Task: Configure an Ethernet NIC to use DHCP

Direction: You will configure an Ethernet NIC to use DHCP to obtain an IP

address. You need to follow the procedures given below and apply safety

precautions in accomplishing this task. While doing the activity you have to

answer questions written after every procedure. Write your answer in a clean

sheet of paper. Your performance will be rated based on the performance

rubrics.

Configuration Rubrics


Good (80-90)

Excellent (90-100)

Proper Configuration (30 %) (the configured hardware was properly configured according to job specification)

Adherence to the Procedures (30%) (The specified job was done by following the procedures. Safety measures were observed during the activity)

Quality of Work (30%) (The device was configured properly)

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Comprehension (10%) (Interview / Guide questions were answered correctly according to the job requirements)

Recommended Equipment

Linksys 300N router

A Computer running Window XP Professional

Ethernet patch cable

Procedures:

Step 1

Plug one end of the Ethernet patch cable into Port 1 on the back of

the router.

Plug the other end of the Ethernet patch cable into the network port on

the NIC in your computer.

Plug in the power cable of the router if it is not already plugged in.

Turn on your computer and log on to Windows as an administrator.

Click start

Right-click My Network Places, and then choose Properties.

The Network Connections window appears.

Step 2

Right-click Local Area Connection, and then choose Properties.

The Local Area Connection Properties window appears.

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Activity Questions:

1. What is the name and model number of the NIC in the Connect

using: field?(Answers may vary)

2. What are the items listed in the This connection uses the

following items: field? (Answers may vary but must include

Internet Protocol (TCP/IP)

Step 3

Choose Internet Protocol (TCP/IP).

Click Properties.

The Internet Protocol (TCP/IP) Properties window appears.

Activity Question:

3. What is the IP address, Subnet mask, and Default gateway

listed in the fields of the Use the following IP address: area?

Answers may vary. If the computer is configured to obtain an IP

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address automatically, there will be no information in the fields.

Click the Obtain an IP address automatically radio button.

Click OK. The Internet Protocol (TCP/IP) Properties window closes.

Click OK.

Restart your computer.

Step 4

Log on to Windows as an administrator.

Check the lights on the back of the NIC. These lights will blink when

there is network activity.

Choose Start > Run....

Type cmd and click OK.

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Type ipconfig/all, and then press the Enter key.

Activity Questions:

1. What is the IP address and subnet mask of the Ethernet Adapter

Local Area Network Connection? Answers may vary.

2. What is the IP address of the DHCP server? Answers may vary.

3. On what date was the Lease Obtained? Answers may vary.

4. On what date does the Lease Expire? Answers may vary.

Task 2

Configure Wireless Router

Directions: Configure and test the wireless settings on the

LinksysWRT300N.


A computer with Windows XP Professional

A Wireless NIC installed

An Ethernet NIC installed

Linksys WRT300N Wireless Router

Ethernet patch cable

Step 1

Connect the computer to one of the Ethernet ports on the wireless router

with an Ethernet patch cable.

Plug in the power of the wireless router. Boot the computer and log in as

an administrator.

Step 2

Choose start > Run, and type cmd. Press the Return key.

Type ipconfig.

What is the default gateway for the computer?

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Step 3

Open Internet Explorer. Type 192.168.1.1 in the Address field, and

then press Return.

The Connect to 192.168.1.1 window appears.

Type admin in the Password: field.

The Setup screen appears.

Step 4

Click the Wireless tab.

Choose Mixed in the Network Mode: drop-down box.

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Type CHS# in the Network Name (SSID): field, where # is the number

assigned by your instructor.

Click Save Settings.

The Settings are successful screen appears.

Click Continue, and then close the browser window.

Step 4

Unplug the Ethernet patch cable from the rear of the computer.

Choose start, and then right-click My Network Places. Choose

Properties.

Double-click the wireless adapter, and then select View Wireless

Networks.

Choose CHS, and then click the Connect button.

Open Internet Explorer, and then connect to the wireless router.

Log into the wireless router.

Close Internet Explorer.

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Let the learners perform the hands- on activity setting up a peer-to-peer and client / server network. Rate them according to the performance indicators provided on page 128.

Hands- on Activity

Directions: Follow and perform the prescribed procedures in setting up a

peer-to-peer and client/server network for Windows XP and Windows 7. You

will be rated base on the performance indicators below:

Performance Indicators for Setting- up a peer-to-peer and client/server

network

Indicators Excellent 4

Good 3

Fair 2

Poor 1



Workmanship (15%) -Organized materials and tools while accomplishing the task and has time management

Quality of Service (40%) -Had setup a fully functional peer-to-peer and client/server network.

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Assist learners in performing the task entitled Configure Windows XP Firewall. Ask them to answer the essential questions along with the procedures given in the activity.

In order to validate their performance, the teacher must construct a rubric appropriate to the activity.

Task: Configure Windows XP Firewall

Direction: In this laboratory activity you will explore the Windows XP Firewall and configure some advanced settings. There are essential questions that you need to answer while performing the activity.

Step 1

Navigate to the Windows XP Firewall:

Start > Control Panel > Security Center

The Firewall indicator shows the status of the firewall. The normal

setting is ON.

Access the controller for the firewall by clicking Windows Firewall at

the bottom of the window.

Step 2

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Essential Questions:

In the space below, state why turning off the Windows Firewall is

not advised.

Step 3

From the Windows Firewall control menu select the Exceptions tab.

Programs and services that Windows Firewall is not blocking will be

listed with a checkmark.

You can add applications to this list. This may be necessary if your

customer has an application that requires outside communications but

for some reason the Windows Firewall cannot perform the

configuration automatically. You must be logged on to this computer as

an administrator to complete this procedure.

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Essential Question:

Creating too many exceptions in your Programs and Services file

can have negative consequences. Describe a negative consequence of

having too many exceptions. _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Step 4

From the Windows Firewall control menu select the Advanced tab to

view the Network Connection Settings. Network Connection

Settings displays the different connections configured for your

computer.

Click the Settings button in the Network Connection Settings area.

The Advanced Settings window has two tabs: Services and ICMP.

Click the Services tab.

Essential Question:

In the space below, list the services that are available.

___________________________________________________________

___________________________________________________________

___________________________________________________________

Step 5

There are many applications that users do not normally see that also

need to get through the Windows Firewall to access your computer.

These are the network level commands that direct traffic on the

network and the Internet.

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Under the ICMP heading, click the Settings button. You will see the

menu where ICMP exceptions are configured.

In the example here, allowing incoming echo requests is what allows

network users to ping your computer to determine if it is present on

the network and how fast information travels to and from it.

Essential Question:

In the space below, list the requests for information that your computer will

respond to. _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________


Instruct learners to perform the share a folder, share a printer and set permission task on pages 148-154.

Explain the directions and criteria for their performance.

Use the performance criteria on page 154 of the Learning Module to rate the learners.

Task: Share a Folder, Share a Printer, and Set Share Permissions

Direction: In this activity, you will create and share a folder, share a printer,

and set permissions for the shares. You will be given 30 minutes to complete

the task. You will be rated base on the performance criteria provided below.


Two computers running Windows XP Professional that are directly connected to each other or through a switch or hub.

A printer installed on one of the two computers

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Procedur

tle-ict-computer hardware servicing grade 10 tg

Documents